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TITLEINSTITUTION
SPONS AGENCYPUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
CE 081 076
National Health Care Skill Standards.National Consortium on Health Science and TechnologyEducation, Okemos, MI.; WestEd, San Francisco, CA.Department of Education, Washington, DC.1999-00-0016p.; For a 1994 draft of the Standards, see ED 377 365.National Consortium on Health Science and TechnologyEducation, 2410 Woodlake Dr., Suite 440, Okemos, MI 48864($25, nonmembers; $20, members). Tel: 517-347-3332.Legal/Legislative/Regulatory Materials (090)MF01/PC01 Plus Postage.Academic Standards; Accountability; *Allied HealthOccupations Education; *Basic Skills; Career Development;Career Education; Career Ladders; Career Planning;Communication Skills; Consortia; Cooperative Planning; CoreCurriculum; Data Collection; *Education Work Relationship;Educational Benefits; Educational Objectives; ElementarySecondary Education; Employment Potential; *EmploymentQualifications; Environmental Standards; EnvironmentalTechnicians; Equipment Utilization; Ethics; EvaluationMethods; Health Promotion; Health Services; InformationDissemination; Information Services; Integrated Curriculum;*Job Skills; Legal Responsibility; Measurement Equipment;Measurement Techniques; *National Standards; OccupationalSafety and Health; Partnerships in Education; Planning;Postsecondary Education; Systems Approach; Teamwork;Technical Writing; Technology Education*National Health Care Skill Standards
This document presents the National Health Care SkillStandards, which were developed by the National Consortium on Health Scienceand Technology and West Ed Regional Research Laboratory, in partnership witheducators and health care employers. The document begins with an overview ofthe purpose and benefits of skill standards. Presented next are overviews ofthe following groups of core and cluster skill standards: (1) health care(academic foundation, communications, systems, employability, legalresponsibility, ethics, safety practices, teamwork, health maintenancepractices); (2) therapeutic/diagnostic (intra-team communication, monitoringclient status, client interaction, client movement); (3) therapeutic (datacollection, treatment planning, implementing procedures, client statusevaluation); (4) diagnostic (planning, preparation, procedure, evaluation,reporting); (5) information services (analysis, abstracting and coding,information systems, documentation, operations); and (6) environmentalservices (operations, aseptic procedures, resource management, aesthetics). Ahealth science career path is outlined and intended to assist health scienceand technology educators in implementing a contextual approach to linkingacademic curricula with career pathways that will enable students inelementary, middle, high school, and postsecondary programs to advancethrough the following five stages: career awareness, career exploration, corestandards preparation, core concentrations preparation, and employment.
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Concluding the document is a list of accountability criteria for nationalskill standards. (MN)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
N ATI 0 1,0t L. 14. CARE S STAN. DiA ND 5
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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION/ CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
I
t
V
NATIONAL CONSORTIUM ON HEALTH SCIENCEAND TECHNOLOGY EDUCATION PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
COMMOTMENT BEEN GRANTED BYQUALOTY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
9
11\4! AT 0:NAL LAI_ T.11. ARE: ,S3 LI_ -A N. ILIA IZD'iC
...fr the CI JssrThe National Consortium on Health Science and Technology
Education (NCHSTE) is keenly aware of the need for ongoing
health care and education reform.
Reform movements, along with
technological changes, influence the
amount and kind of education
employers desire. The National Health
Care Skill Standards, developed
collaboratively by NCHSTE and West
Ed Regional Research Laboratory, in
a partnership with educators and
health care employers, provide a
framework that can effectively and
efficiently respond to reform /movements. -;
ES,
crsv..1rNATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION Vc./
NATIONAL. IA LALTI4 CA1.Z,15
H aE th Care Skill
4
Standards
The Purpose for Skii0StandardsHealth care skill standards offer an
answer to the question, "What does a
worker need to know and be able to
do to contribute to the delivery of
safe and effective health care?"
Health care skill standards represent
core expectations most workers need
in order to succeed in a job and in a
career These standards provide a
foundation for continuous formal
preparation on the job.
The enefits of SkillStandardsBenefits of having nationally validated
health care skill standards include a
potential to forge strong links among
various stakeholders. National skill
standards provide a common
STAN. DA R D s
language, common goals, and
a common reference point for
employers, workers, students, labor,
educators, and consumers. In addi-
tion, national skill standards provide
benefits particular to each stake-
holder. For example:
in Employers can recruit, screen, and
place potential employees more
efficiently.
® Workers will be better informed
about what to expect on the job
and be better prepared. This can
increase career mobility and oppor-
tunity for advancement.
® Professional and labor organiza-
tions may increase employee
security through portable skills
and credentials.
Students and parents have clear
directions to help set goals for
future employment.
® Educators are able to design quality
curriculum and instruction consis-
tent with industry expectations.
® Consumers benefit from high
quality, efficient health care delivery
from well-trained workers.
"Education has long been critical to success. Tomorrow
it will be essential for survival. The standardization of
the skills outcomes of education will make the
delivery of that educational effort easier for all
involved."
Harry R. Nevling, Vice President, Human Resources,
Longmont United Hospital
\AA./ NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
N AT d ONA L. 14 EALTR CAIZL: STSICLLL STANLIAIRTIS
e .41 C re Core SkiH St d r S
The core is a set of broad standards that serve as a foundation for occupations and functions
across health services. These standards specify the core knowledge and skills needed by
health care workers.
Academic FoundationHealth care workers will know the
academic subject matter required for
proficiency within their area. They
will use this knowledge as needed in
their role.
CommunicationHealth care workers will know the
various methods of giving and
obtaining information. They will
communicate effectively, both orally
and in writing.
SystemsHealth care workers will understand
how their role fits into their depart-
ment, their organization and the
overall health care environment. They
will identify how key systems affect
services they perform and quality of
care.
Employability SkillsHealth care workers will understand
how employability skills enhance their
employment opportunities and job
satisfaction. They will demonstrate
skills that support and maintain job
functions and will upgrade these
skills as needed.
Legal ResponsibilityHealth care workers will understand
the legal responsibilities, limitations
and the implications of their actions
within the health care delivery setting.
They will perform their duties
according to regulations, policies,
laws and legislated rights of clients.
EthicsHealth care workers will understand
accepted ethical practices with
respect to cultural, social and ethnic
differences within the health care
environment. They will perform their
duties according to established
ethical guidelines,
supporting sensitive
and quality health care
delivery.
Safety PracticesHealth care workers
will understand the
existing and potential
hazards to clients, co-
workers and to themselves. They will
prevent injury or illness through safe
work practices and follow health and
safety policies and procedures.
NWtMCFle
TeamworkHealth care workers will understand
the roles and responsibilities of indi-
vidual members as part of the health
care team, including their ability to
promote the delivery of quality health
care. They will interact effectively and
sensitively with all members of the
health care team.
5
Health MaintenancePracticesHealth care workers will understand
the fundamentals of wellness and the
prevention of disease processes. They
will practice preventative health behav-
iors with and among their clients.
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
Ni AU 0 NAL ill LA LIR CARE SKILL STA NDARDs
Therapeutic/Diagnostic Core StandardsThe Therapeutic/Diagnostic Core Standards apply to both therapeutic and diagnostic
occupations and functions. These standards focus on direct client care.
Antra-teamCommunicationTherapeutic and diagnostic workers
will understand how to communicate
client information within a team.
They will convey this information to
appropriate team members in a
timely manner.
Monitoring Client StatusTherapeutic and diagnostic workers
will understand the process
for monitoring client health
status. They will assess
health status according to
respective professional stan-
dards and report the results
to a treatment team.
0
ClientInteractionTherapeutic and
diagnostic workers will understand
how to explain planned procedures
and goals to clients. They will use
various strategies to respond to
clients' questions and concerns.
Client MovementTherapeutic and diagnostic
workers will understand the
principles of body mechanics for
positioning, transferring, and trans-
porting clients. They will perform
these activities efficiently and without
injury to clients or self.
"Quality doesn't just happen; it is the result of careful plan-ning, high standards, intelligent direction, professionalcommitment and skillful implementation. The prepara-tion of a quality workforce has been a guiding focus of theNational Health Care Skills Standards Project."
Nancy Langley Raynor, Section Chief North Carolina Department of Public
Instruction and Chair of The NHCSSP Policy Advisory Committee
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
N AT l 0 NA L ITt. LA LT14 CARL L.L. STAN DARDS
Ther tic a ist r Stan arilsThese standards apply to occupations or functions primarily involved in changing the health
status of the client over time. The standards specify the core knowledge and skills needed by
workers in the therapeutic cluster.
Data CollectionTherapeutic workers will understand
the facility protocol and guidelines for
collecting data. They will participate
in identifying and responding to client
health care needs, strengths, prob-
lems and report results.
Treatment PlanningTherapeutic workers will understand
the general purpose and components
of the treatment plan. They will
collaborate in planning procedures
according to facility protocol.
Implementing ProceduresTherapeutic workers will understand
the procedures within their scope of
practice and how these procedures
relate to the goals and objectives of
a client's treatment plan. They will
complete procedures accurately, in a
timely fashion and supportive of the
treatment team.
9
N
Jo.
Client Status EvaluationTherapeutic workers will evaluate a
client's needs, strengths and prob-
lems. They will assess a client's
status in order to determine if treat-
ment goals are being reached.
7NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
NATIONAL H:EALTI4 CARE SKILL STANLIARDs
Nagnostkc Cluster Stand r1sThese standards apply to occupations or functions primarily involved in creating a picture of the
health status of the client at a single point in time. The standards specify the core knowledge
and skills needed by workers in the diagnostic cluster.
PlanningDiagnostic workers will understand
the components and implications of
requests for procedures. They will
interpret requests for services and
plan when and how to implement the
services.
1
PreparationDiagnostic workers will know the
steps of procedural set-ups. They will
prepare appropriate supplies, equip-
ment, and clients for individual proce-
dures, according to facility protocol.
ProcedureDiagnostic workers will understand
the logic and sequence of any given
procedure, including alternative
delivery methods. They will perform
these procedures to
create precise and
accurate results.
EvaluationDiagnostic workers will understand
the principles of quality assurance.
They will continuously evaluate a
procedure and its result.
ReportingDiagnostic workers will understand
the need for precise, accurate and
timely reporting. They will produce
and report results using appropriate
communication channels.
7!)
:4
To improve community health status, it is imperativethat health workers have the appropriate knowledgeand skills to provide quality health care."
Barbara Bloom Kreml, Director
BBK & Associates, Chicago, Illinois
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
NAT1. NAL. LEALYK CARE S.3 la Lt. SS1A LTA IZDA
Information Services Cluster Standar sThese standards apply to occupations or functions that document client care.
The standards specify the core knowledge and skills needed by workers in the
information services cluster.
AnalysisInformation
services workers
will know the
quantitative and
qualitative requirements for client
information. They will analyze the
information for designated purposes.
Abstracting and CodingInformation service workers will know
how to read and interpret a medical
record, using knowledge of medical
terminology and codes. They will
extract required information from a
medical record upon legal requests.
Information SystemsInformation service workers will
understand the sources, routes and
flow of information within the health
care system. They will contribute to
the design and implementation of new
or revised systems or processes
within their scope of work.
DocumentationInformation service workers will
understand the content and multiple
uses of health information They will
document appropriate information
using appropriate legal processes
OperationsInformation service workers will
understand the operations used to
enter, retrieve and maintain informa-
tion They will use health information
equipment and materials safely and
efficiently in daily operations
9
t4
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
O
Ni All 0 Ih!1 L LHI EA LT l 1 C/41ZE SS [CELL STAN. R D S
Enviro entail Servic s aust r St d r sThese standards apply to occupations or functions involving direct or indirect client care that
create a therapeutic environment for providing that care. The standards specify the core
knowledge and skills needed by workers in the environmental services cluster.
OperationsEnvironmental service workers will
understand the responsibilities of their
assigned role. They will perform their
tasks safely following established
internal and external guidelines.
:
2 3
4 5 6
7 a
"YAWN?'8702
Aseptic ProceduresEnvironmental service workers will
know work practices that maintain a
clean and healthy environment.
They will follow recommended prac-
tices to reduce or eliminate patho-
genic organisms.
Resource ManagementEnvironmental service workers will
understand the principles and tech-
niques of resource management.
They will make timely decisions to
ensure the careful use of available
resources.
AestheticsEnvironmental service workers will
understand the importance of main-
taining an environment that is aesthet-
ically appealing. They will uphold
facility standards for service, mainte-
nance and upkeep.
"High performance workplaces are the key to economiccompetitiveness. Skill standards link employers,workers, and educators by providing a commonlanguage and common goals."
10
Anonymous
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
N AT Cf NAL 14.11.:ALTI. CA SKILL.
I-1 aith Science C re r thWhen teachers are able to link subjects together rather than teaching them in isolation, students
learn more and are able to tie concepts together through application of their knowledge.
Integration models demonstrate the power of connecting various academic curricula using a
contextual or "real world" application. Career pathways provide a framework to bring together
natural combinations of subjects that support students' career interests.
The Health Science Career Path is
displayed on the accompanying
conceptual model. The model
encourages a seamless continuum
of learning with age and grade
appropriate preparation as well as
providing a model for lifelong
learning.
The career path shows awareness
activities beginning early in the
education process. These become
more complex and rigorous as
learners progress.
At the second level, exploration of
health careers is included in the
course of study to help learners begin
to make informed choices. Integrated
content that includes "Health Science
Core Standards" is offered
throughout the continuum of
learning.
As learners proceed through the
Health Science Career Path they
participate in "Core Concentrations!'
These contribute to preparing
learners for post secondary education
and/or initial employment.
Health Science Career Path
Employment
Core Concentrations Preparation
Diagnostic InformationTherapeutic Environmental
toie Standards
AcademicFoundationCommunicationsEmployabilitySkillsLegal'
_Responsibilities
Piejiaration
SystemsSafety PracticesEthicsTeamwork
,
tle.,?Ith.1111aintenance
11
NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
ivnti)toi
0
eD
71
N.1 /41r °NAL HL.ALli C/C1R., Slia ISTAN: DARDs
CC u tCare Cor
bility CritSkill] St
Fria for NatfionaU Headnd rds*
Based on: National Health Care Skill Standards
Core Standard 1: AcademicFoundationsHealth care workers will know the acad-emic subject matter required for profi-ciency within their area. They will usethis knowledge as needed in their role.In addition to state high school gradua-tion requirements, the following areincluded:
Accountability Criteria
1.1 Human Structure and Function
1.11 Describe the basic structures andfunctions of cells, tissues, organs,and systems as they relate to
homeostasis
1.12 Compare relationships among cells,tissues, organs, and systems
1.13 Explain body planes, directionalterms, quadrants, and cavities
1.14 Analyze the interdependence of thebody systems as they relate to well-ness, disease, disorders, therapies,
and care rehabilitation
1.2 Diseases and Disorders
1.21 Compare selected diseases/disor-
ders including respective classifica-tion(s), causes, diagnoses,therapies, and care/rehabilitation toinclude biotechnological applica-tions
1.22 Analyze methods to control thespread of pathogenic microorgan-isms
1.23 Contrast various types of immuni-ties
1.24 Analyze body system changes inlight of diseases, disorders, andwellness
1.25 Compare the aging process amongthe body systems
Core Standard 2:CommunicationHealth care workers will know the variousmethods of giving and obtaining informa-tion. They will communicate effectively,both orally and in writing.
Accountability Criteria
2.1 Oral Communications Skills
2.11 Adjust communication to other'sability to understand
2.12 Apply the elements of communica-tion using the sender-receivermodel
2.13 Apply active listening skills usingreflection, restatement, and clarifi-cation techniques
2.14 Demonstrate courtesy to othersincluding self introduction
2.15 Interpret verbal and non-verbalbehaviors to augment communica-tion and within scope of practice
2.16 Demonstrate interviewing skills
2.2 Written Communication Skills
2.21 Report relevant information in order
of occurrence
2.22 Report subjective information
2.23 Report objective information
2.24 Analyze communications for appro-priate response and provide feed-
back
2.25 Organize, write and compile tech-nical information and summaries
2.26 Use medical terminology within ascope of practice in order to inter-pret, transcribe and communicateinformation, data and observations
2.27 Organize records and files to main-tain data as required
2.28 Use communication technology(Fax, E-mail, Internet) to access and
distribute data and other informa-
tion
12
Core Standard 3: SystemsHealth care workers will understand howtheir role fits into their department, theirorganization and the overall health care
environment. They will identify how keysystems affect services they perform andquality of care.
Accountability Criteria
3.1 Systems Theory
3.11 Describe systems theory and its'
components
3.12 Construct a general systems modelusing inputs, throughputs, and afeedback loop
3.2 Health Care Delivery System
3.21 Construct a healthcare delivery
system model
3.22 Predict where and how factors suchas; cost, managed care, technology,
an aging population, access to care,alternative therapies, andlifestyle/behavior changes mayaffect various health care delivery
system models
3.23 Project outcomes as interconnectedcomponents of a modified health
care system
3.24 Calculate the cost effectiveness oftwo separate health care deliverysystems using the same client
procedure
3.3 Health Care Delivery SystemResults
3.31 Diagram the interdependence of
health care professions within agiven health care delivery systemand pertaining to the delivery ofquality health care
3.32 Design a system analysis processthat evaluates the followingoutcomes; client satisfaction,productivity, cost effectiveness, andefficiency
3.33 Evaluate the impact of enhancedtechnology on the health caredelivery system
rs,snr\Ai NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
l ' kk! A17'10 MAL L1i LA L T l l C A . I t , II L I L STAN DA ITZ), :47;)
3.4 System Change
3.41 Analyze the cause and effect on
health care system change basedon the influence of: technology,
epidemiology, bio-ethics, socio-economics, and various forms ofcomplimentary (non-traditional)medicine
Core Standard 4:Employability SkillsHealth care workers will understand howemployability skills enhance their employ-ment opportunities and job satisfaction.They will demonstrate key employabilityskills and will maintain and upgrade skills,as needed.
Accountability Criteria
4.1 Key Employability Skills
4.11 Adapt to the dynamics of change
4.12 Adopt personal appearance andhygiene habits appropriate to thehealth care environment and
industry expectations
4.13 Practice personal integrity andhonesty
4.14 Evaluate work assignments andinitiate action with confidencecommensurate with work assign-ment
4.15 Formulate solutions to problemsusing critical thinking skills(analyze, synthesize, evaluate) inde-
pendently and in teams
4.16 Interact appropriately and respect-fully with diverse ethnic, age,cultural, religious, and economicgroups in various employment andsocial situations
4.17 Exhibit respectful and empatheticbehavior when interacting withpeers, superiors, subordinates, and
customers in one-on-one andgroup situations
4.18 Follow attendance policies of theemployer or educational institution
4.19 Accept responsibility for ownactions
4.2 Interpersonal Communications
4.21 Communicate in a straightforward,understandable, accurate, andtimely manner
4.22 Listen attentively to verbal instruc-tion, requests, and other informa-tion to verify accuracy
4.23 Provide written communication thatis accurate and grammaticallycorrect, using nomenclature appro-priate to the environment
4.24 Interpret technical materials usedfor health care practices and proce-dures
4.3 Personal Growth and Development
4.31 Engage in continuous self-assess-ment and goals modification forpersonal and professional growth
4.32 Manage time, prioritize responsibili-ties, and meet completion dates asspecific by employer and client
4.33 Show enthusiasm and commitmentby meeting expectations and priori-ties of the organization
4.4 Career Decision-making
4.41 Explore a potential health science
career path in at least one of thefollowing health care services: diag-nostic, therapeutic, information, orenvironmental
4.42 Consider levels of education,credentialing requirements, employ-ment opportunities, workplace envi-ronments, and career growthpotential for a service area
Core Standard 5: LegalResponsibilityHealth care workers will understand thelegal responsibilities, limitations, and
implications of their actions within thehealth care delivery setting. They willperform their duties according to regula-tions, policies, laws and legislated rightsof clients.
Accountability Criteria
5.1 Legal Implications
5.11 Analyze legal responsibilities, limita-tions, and implications of actions
5.12 Use problem solving techniqueswhen confronted with legaldilemmas or issues
5.13 Compare and contrast behaviorsand practices that could result inmalpractice, liability, or negligence
5.14 Comply with policies and require-ments for documentation andrecord keeping
5.15 Comply with established riskmanagement criteria and proce-dures
l3
5.16 Determine when an incident isreportable
5.17 Comply with non-discriminatorylaws
5.18 Comply with institutional policy andprocedure
5.2 Legal Practices
5.21 Perform duties according to regula-tions, policies, laws, and legislatedrights of clients
5.22 Maintain clients rights according tothe Patients' Bill of Rights
5.23 Maintain confidentiality
5.24 Practice within licensure, certifica-tion, registration, and legislated
_scope_of. practice.
5.25 Apply the doctrine of informedconsent
5.26 Evaluate technological threats toconfidentiality
5.27 Follow mandated standards forworkplace safety, ie., OSHA, CDC,
CLIA
5.28 Apply mandated standards forharassment, labor, and employmentlaws
Core Standard 6: EthicsHealth care workers will understandaccepted ethical practices with respect tocultural, social, and ethnic differenceswithin the health care environment. Theywill perform quality health care delivery.
Accountability Criteria
6.1 Legal and Ethical Boundaries
6.11 Differentiate between morality andethics and the relationship of eachto health care outcomes
6.12 Differentiate between ethical andlegal issues impacting health care
6.13 Contrast personal, professional, andorganizational ethics
6.14 Analyze legal and ethical aspects ofconfidentiality
6.15 Discuss bio-ethical issues related tohealth care
6.16 Analyze and evaluate the implica-tions of medical ethics
6.2 Ethical Practice
6.21 Demonstrate professionalism wheninteracting with fellow students,co-workers, and the organization
NATIONAL CONSORTIUM ON HEALTH. SCIENCE AND TECHNOLOGY EDUCATION C7C:2
NMTl CYNAL
6.22 Respect interdisciplinary roles ofteam members
6.23 Report activities and behaviors byself and others that adversely affectthe health, safety, or welfare ofstudents, clients, or co-workers
6.24 Demonstrate fairness and equaltreatment of all persons
6.25 Practice responsibly within theethical framework of the Patients'Bill of Rights
6.26 Value clients independence anddetermination
6.3 Cultural, Social, and EthnicDiversity
6.31 Discuss the impact of religions andcultures on those giving andreceiving health care with an under-
standing of past and present events
6.32 Demonstrate respect of individualcultural, social, and ethnic diversitywithin the health care environment
Core Standard 7:Safety PracticesHealth care workers will understand theexisting and potential hazards to clients,co-workers, and self. They will preventinjury or illness through safe work prac-tices and follow health and safety policiesand procedures.
Accountability Criteria
7.1 Infection Control
7.11 Use Standard Precautions as
described in the rules and regula-tions set forth by the OccupationalSafety and Health Administration
(OSHA.)
7.12 Practice infection control proce-dures
7.13 Practice appropriate cleaning, disin-fecting, and sterilizing processes
7.14 Contrast medical and surgicalasepsis
7.2 Personal Safety
7.21 Apply safety procedures to protectclients, co-workers, and self
7.22 Manage a personal exposure inci-dent in compliance with OSHAregulations
7.23 Apply principles of body mechanicsand ergonomics
7.24 Use personal protective equipmentas appropriate to the environment
Sl(f LL STAN DA R D
7.3 Environmental Safety
7.31 Modify the environment to createsafe working conditions
7.32 Demonstrate methods of fireprevention in the health care setting
7.33 Prevent accidents by using propersafety techniques
7.34 Practice good housekeeping bymaintaining a safe work environ-ment
7.4 Common Safety Hazards
7.41 Use Materials Safety Data Sheets(MSDS)
7.42 Adhere to hazardous labelingrequirements
7.43 Comply with safety signs, symbols,and labels
7.44 Take appropriate action whenobserving a hazardous materialproblem
7.45 Apply safety principles within givenenvironments
7.46 Handle hazardous chemicalscommonly used in the health careenvironment in an appropriatemanner
7.5 Emergency Procedures andProtocols
7.51 Interpret the evacuation plan for thehealth care setting
7.52 Construct an emergency plan for ahealth care setting in response to anatural disaster or other emergency
7.53 Complete requirements forCardiopulmonary Respiration (CPR)
7.54 Complete requirements for First Aidcertification
7.55 Follow the facility procedure when afire is discovered
Core Standard 8: TeamworkHealth care workers will understand theroles and responsibilities of individualmembers as part of the health care team,including their ability to promote thedelivery of quality health care. They willinteract effectively and sensitively with allmembers of the health care team.
Accountability Criteria
8.1 Health Care Teams
8.11 Apply the team concept in providingquality patient care
8.12 Recognize characteristics of effec-tive teams
8.13 Analyze roles of various teamparticipants
8.14 Respond to given critical situationsappropriately as a member of ateam
8.15 Accept compromise as necessaryto ensure a best outcome
8.2 Team Member Participation
8.21 Communicate verbally and non-verbally with team colleagues toassure a best result for the client
8.22 Collaborate with others to formulateteam objectives
8.23 Act responsibly as a team member,competing assigned tasks in atimely and effective manner
8.24 Actively listen to other teammembers
8.25 Exercise leadership skills as appro-priate
8.26 Respect and value the expertise andcontributions of all team members
8.27 Work collaboratively with personsfrom diverse backgrounds toaccomplish a common goal
8.28 Apply corrective action to anacknowledged conflict situation
8.29 Exhibit a strong sense of team iden-tity and commitment to purpose
Core Standard 9: HealthMaintenance PracticesHealth care workers will understand thefundamentals of wellness and the preven-
tion of disease processes. They will prac-tice preventive health behaviors amongthe clients.
Accountability Criteria
9.1 Healthy Behaviors
9.11 Apply behaviors that promotehealth and wellness
9.12 Advocate available preventive healthscreening and examinations
9.13 Use practices that promote theprevention of disease and injury
9.14 Use appropriate safety practices asrelated to high-risk behaviors
9.15 Evaluate the validity of alternativehealth practices
*NOTE: Accountability Criteria iscurrently being field-tested.
IL/
QC) NATIONAL CONSORTIUM ON HEALTH SCIENCE AND TECHNOLOGY EDUCATION
N. T [ ONAL A TR CAIZEi SKILL STAND:A R D S
NATIONAL CONSORTIUM ON HEALTH SCIENCEAND TECHNOLOGY EDUCATIONCOMM OTIVOENT TO QUALOTY2410 Woodlake Drive, Suite 440 Okemos, MI 48864
Phone: (517) 347-3332 Fax: (517) 347-4096 www.nchste.org
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
National Libra!), of Education (NLE)Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE(Specific Document)
I. DOCUMENT IDENTIFICATION:
CE 0 076
ERIC-1
Title:
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